Syllabus

Cambridge IGCSE™
Spanish 0530
Use this syllabus for exams in 2025, 2026 and 2027.
Exams are available in the June and November series.
Exams are also available in the March series in India.

Version 2
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Why choose Cambridge International?

Cambridge International prepares school students for life, helping them develop an informed curiosity and a
lasting passion for learning. We are part of Cambridge University Press & Assessment, which is a department
of the University of Cambridge.

Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can
shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by
subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong
platform for learners to progress from one stage to the next, and are well supported by teaching and learning
resources.

Our mission is to provide educational benefit through provision of international programmes and qualifications
for school education and to be the world leader in this field. Together with schools, we develop Cambridge
learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the
modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.

School feedback: ‘We think the Cambridge curriculum is superb preparation for university.’
Feedback from: Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes
for students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

© Cambridge University Press & Assessment September 2022

Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press &
Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is
acknowledged to a third party even for internal use within a centre.
Contents

Why choose Cambridge International?......................................................................... 2

1  Why choose this syllabus? ......................................................................................... 4

2  Syllabus overview ........................................................................................................ 7

Aims 7
Content overview 8
Assessment overview 9
Assessment objectives 10

3  Subject content ..........................................................................................................12

Skills 12
Topic areas 14

4  Details of the assessment .........................................................................................15

Paper 1 – Listening 15
Paper 2 – Reading 17
Paper 3 – Speaking 19
Paper 4 – Writing 24
List of grammar and structures 25
Vocabulary list 27

5  What else you need to know .................................................................................... 49

Before you start 49
Making entries 50
Accessibility and equality 51
After the exam 52
How students and teachers can use the grades 52
Grade descriptions 52
Changes to this syllabus for 2025, 2026 and 2027 53

Important: Changes to this syllabus

For information about changes to this syllabus for 2025, 2026 and 2027, go to page 53.
The latest syllabus is version 2, published May 2023. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for use with this
syllabus.
 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.

1  Why choose this syllabus?

Key benefits
Cambridge IGCSE is the world’s most popular international
qualification for 14 to 16 year olds, although it can be taken by
students of other ages. It is tried, tested and trusted.

Students can choose from 70 subjects in any combination – it is

taught by over 4500 schools in over 140 countries.
Cambridge
Our programmes balance a thorough knowledge and learner
understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.

Cambridge IGCSE Spanish develops a set of transferable

skills for understanding and communicating in everyday
situations in Spanish. Learners begin to develop cultural
awareness of countries and communities where Spanish is
spoken. They acquire the essential linguistic skills required for progression to further studies or employment.

Our approach in Cambridge IGCSE Spanish encourages learners to be:

confident, using new and familiar structures and vocabulary to communicate with others in everyday situations

responsible, seeking opportunities to use and develop their language skills

reflective, considering how to communicate different ideas and attitudes

innovative, applying language to a variety of situations

engaged, developing learning strategies which help them to express their ideas and their understanding of
other cultures.

School feedback: ‘The strength of Cambridge IGCSE qualifications is internationally

recognised and has provided an international pathway for our students to continue their studies
around the world.’
Feedback from: Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia

Back to contents page www.cambridgeinternational.org/igcse 4

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Why choose this syllabus?

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. The combination of knowledge and skills in Cambridge
IGCSE Spanish gives learners a solid foundation for further study. Candidates who achieve grades A* to C are
well prepared to follow a wide range of courses including Cambridge International AS & A Level Spanish.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as
evidence of academic achievement. Many universities require a combination of Cambridge International
AS & A Levels and Cambridge IGCSEs or equivalent to meet their entry requirements.

UK NARIC*, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the GCSE in the UK. This means students can be confident that their Cambridge IGCSE
qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.

Cambridge IGCSE Spanish has been designed to help candidates develop language proficiency to level A2
(Basic User) with some elements of proficiency at level B1 (Independent User) of the Common European
Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR).

Assessment objectives, subject content, mark schemes and task types have been designed with reference to
the CEFR to ensure that candidates have opportunities to demonstrate proficiency at the intended levels.

* Due to the United Kingdom leaving the European Union, the UK NARIC national recognition agency function was re-titled as UK ENIC
on 1 March 2021, operated and managed by Ecctis Limited. From 1 March 2021, international benchmarking findings are published
under the Ecctis name.

Learn more at www.cambridgeinternational.org/recognition

School feedback: ‘Cambridge IGCSE is one of the most sought-after and recognised
qualifications in the world. It is very popular in Egypt because it provides the perfect
preparation for success at advanced level programmes.’
Feedback from: Managing Director of British School of Egypt BSE

Back to contents page www.cambridgeinternational.org/igcse 5

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Why choose this syllabus?

Supporting teachers
We provide a wide range of resources, detailed guidance, innovative training and professional development
so that you can give your students the best possible preparation for Cambridge IGCSE. To find out which
resources are available for each syllabus go to our School Support Hub.

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes. You can also keep up to date with your subject and the global Cambridge
community through our online discussion forums.

Find out more at www.cambridgeinternational.org/support

Support for Cambridge IGCSE

Planning and Teaching and Learning and revision Results

preparation assessment • Example candidate • Candidate Results
• Schemes of work • Endorsed resources responses Service
• Specimen papers • Online forums • Past papers and • Principal examiner
• Syllabuses • Support for mark schemes reports for teachers
• Teacher guides coursework and • Specimen paper • Results Analysis
speaking tests answers

Sign up for email notifications about changes to syllabuses, including new and revised products and services at
www.cambridgeinternational.org/syllabusupdates

Professional development
We support teachers through:
• Introductory Training – face-to-face or online
• Extension Training – face-to-face or online
• Enrichment Professional Development – face-to-face or online
Find out more at www.cambridgeinternational.org/events

• Cambridge Professional Development Qualifications

Find out more at www.cambridgeinternational.org/profdev

Supporting exams officers

We provide comprehensive support and guidance for all Cambridge exams officers.
Find out more at: www.cambridgeinternational.org/eoguide

Back to contents page www.cambridgeinternational.org/igcse 6

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.

2  Syllabus overview

Aims
The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop the language proficiency required to communicate effectively in Spanish at level A2 (CEFR Basic
User), with elements of level B1 (CEFR Independent User)
• offer insights into the culture and society of countries and communities where Spanish is spoken
• develop awareness of the nature of language and language learning
• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other
cultures
• provide enjoyment and intellectual stimulation
• develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the
curriculum
• form a sound base of the skills, language and attitudes required for progression to work or further study,
either in Spanish or another subject area.

Cambridge Assessment International Education is an education organisation and politically

neutral. The contents of this syllabus, examination papers and associated materials do not endorse
any political view. We endeavour to treat all aspects of the exam process neutrally.

Back to contents page www.cambridgeinternational.org/igcse 7

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Syllabus overview

Content overview
The subject content is organised in five broad topic areas (A–E below). These provide contexts for the
acquisition of vocabulary and the study of grammar and structures. The study of these topic areas enables
students to gain an insight into countries and communities where Spanish is spoken. The five topic areas listed
below are described in more detail in section 3.
A Everyday activities
B Personal and social life
C The world around us
D The world of work
E The international world

The syllabus gives students opportunities to develop and apply a wide range of foreign language skills.

Candidates will be expected to read and understand a variety of written and spoken texts on familiar topics.
Candidates will be required to demonstrate understanding of the main ideas, opinions and attitudes, as well as
select and extract relevant details and deduce the meaning of occasional unknown words from context.

They will also have opportunities to write in Spanish on familiar, everyday topics, and to speak the language by
taking part in everyday conversations.

Back to contents page www.cambridgeinternational.org/igcse 8

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Syllabus overview

Assessment overview
All candidates take all four papers. Candidates will be eligible for grades A* to G.

All candidates take: and:

Paper 1 Approximately 50 minutes Paper 2 1 hour

Listening 25% Reading 25%
40 marks 45 marks
Candidates listen to a number of recordings and Candidates read a number of texts and answer
answer multiple-choice and matching questions. multiple-choice and matching questions as well
Externally assessed as questions requiring short answers.
Externally assessed

and: and:

Paper 3 Approximately 10 minutes Paper 4 1 hour

Speaking 25% Writing 25%
40 marks 45 marks
Candidates complete one role play and Candidates complete one form-filling task, one
conversations on two topics. directed writing task and one task in the format
Internally assessed and externally moderated of an email/letter or article/blog.
Externally assessed

Information on availability is in the Before you start section.

Check the timetable at www.cambridgeinternational.org/timetables for the test date window for Paper 3.

Check the samples database at www.cambridgeinternational.org/samples for submission information,

forms and deadlines for Paper 3.

Back to contents page www.cambridgeinternational.org/igcse 9

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Syllabus overview

Assessment objectives
The assessment objectives (AOs) are:

AO1 Listening
L1:. understand the main points and key information in simple everyday material
L2:. understand clear speech on a range of familiar topics
L3:. understand the description of events and expression of ideas, opinions and attitudes in simple texts
L4:. identify and select relevant information in predictable texts

AO2 Reading
R1:. understand the main points and key information in simple everyday material
R2:. understand authentic factual texts on a range of familiar topics
R3:. understand the description of events and expression of ideas, opinions and attitudes in simple texts
R4:. identify and select relevant information in predictable texts

AO3 Speaking
S1:. communicate clearly and effectively in a range of predictable everyday situations
S2:. engage in conversations on familiar topics, expressing opinions and feelings
S3:. use a range of structures and vocabulary with reasonable accuracy
S4:. demonstrate some ability to maintain interaction
S5:. show some control of pronunciation and intonation

AO4 Writing
W1:. communicate simple factual information clearly for everyday purposes
W2:. write simple phrases and sentences on a familiar topic
W3:. write simple connected texts describing events, experiences, opinions and hopes and ambitions
W4:. use a range of simple vocabulary and language structures reasonably accurately

Back to contents page www.cambridgeinternational.org/igcse 10

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Syllabus overview

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Listening 25

AO2 Reading 25

AO3 Speaking 25

AO4 Writing 25

Total 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4

AO1 Listening 100 0 0 0

AO2 Reading 0 100 0 0

AO3 Speaking 0 0 100 0

AO4 Writing 0 0 0 100

Total 100 100 100 100

Back to contents page www.cambridgeinternational.org/igcse 11

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.

3  Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

Skills
The skills covered in the syllabus are outlined below.

Listening

• Understand short recordings dealing with everyday needs (e.g. simple transactions in shops, simple
directions or instructions).
• Understand factual information and ideas from a range of sources (e.g. announcements, phone
messages, news items, interviews, dialogues) on familiar topics.
• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in radio
broadcasts, interviews, dialogues).
• Identify main points, specific information and details on everyday topics (e.g. personal and family
information, shopping, local area, employment, school, leisure activities).
• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts (e.g. news
reports, conversations, interviews, simple monologues).
• Deduce the meaning of occasional unknown words and expressions from the context.

Reading

• Understand short, simple texts (e.g. signs and notices in public places, such as streets, restaurants and
bus/railway stations and airports).
• Understand authentic texts on familiar topics and situations (e.g. newspaper/magazine articles, email
messages, blogs and letters).
• Understand descriptions of events, opinions, emotions, hopes and ambitions in simple texts (e.g. in
articles, interviews or personal messages).
• Identify main points, specific information and details in predictable texts (e.g. advertisements, brochures,
menus, timetables, instructions, messages).
• Identify main points, themes, opinions, ideas, emotions and attitudes in predictable texts (e.g.
newspaper/magazine articles, simple plots of films or books).
• Deduce the meaning of occasional unknown words and expressions from the context.

Back to contents page www.cambridgeinternational.org/igcse 12

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Subject content

Speaking

• Participate in short social exchanges (e.g. greet people, make and respond to invitations, apologies) and
communicate on familiar topics to meet simple needs (e.g. order food and drink, simple transactions in
shops, use public transport, ask and give directions, request information).
• Participate in unprepared conversations on familiar topics of personal interest or relevant to everyday life
(e.g. family, friends, home environment, hobbies and interests, education, work, travel).
• Describe past events and experiences, hopes and ambitions and give brief reasons for opinions and
plans.
• Communicate with reasonable accuracy, using a range of structures, tenses and vocabulary relevant to
the given situation.
• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a
connected sequence of points.
• Use appropriate strategies to maintain interaction.
• Use features of pronunciation and intonation to convey meaning and attitude.

Writing

• Fill in forms providing simple details.

• Communicate simple factual information in writing using everyday vocabulary and expressions.
• Write a series of simple phrases and sentences linked with simple connectors, relating to personal life,
immediate environment and everyday topics (e.g. writing about a holiday).
• Write simple connected texts (e.g. email messages, articles) on familiar topics (e.g. plans and
arrangements, likes and dislikes, family, home environment, hobbies and interests, education, work and
travel).
• Describe past events and experiences, opinions, hopes and ambitions and give brief reasons for
opinions and plans.
• Communicate with reasonable accuracy, using a range of structures, tenses/time frames and vocabulary
relevant to the given situation.
• Use simple connectors (e.g. and, but, because, then) to link a series of shorter discrete elements into a
connected sequence of points.

Back to contents page www.cambridgeinternational.org/igcse 13

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Subject content

Topic areas
Candidates will be required to show knowledge and understanding of the broad topic areas listed below.
These provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the
study of these broad topic areas, candidates gain insight into the cultures of countries and communities where
Spanish is spoken.

The sub-topics listed are provided as examples of what teachers may choose to focus on. They are examples
only and are not intended to be prescriptive or exhaustive.

Area Topic Areas Sub-topics

A Everyday activities • Time expressions (e.g. telling the time, days, days of the
week, months, seasons)
• Food and drink (e.g. meals, fruit and vegetables, meat,
fish and seafood, snacks, drinks, cutlery and utensils)
• The human body and health (e.g. parts of the body,
health and illness)
• Travel and transport

B Personal and social life • Self, family and friends

• In the home (e.g. rooms, living room, kitchen, bedroom,
bathroom, furniture and furnishings, garden, household
appliances)
• Colours
• Clothes and accessories
• Leisure time (e.g. things to do, hobbies, sport)

C The world around us • People and places (e.g. continents, countries and
nationalities, compass points)
• The natural world, the environment, the climate and the
weather
• Communications and technology (e.g. the digital world,
documents and texts)
• The built environment (e.g. buildings and services, urban
areas, shopping)
• Measurements (e.g. size, shape)
• Materials

D The world of work • Education (e.g. learning institutions, education and

training, the classroom, learning tools, subjects, studying)
• Work (e.g. jobs and careers, the workplace)

E The international world • Countries, nationalities and languages

• Culture, customs, faiths and celebrations

Back to contents page www.cambridgeinternational.org/igcse 14

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.

4  Details of the assessment

All questions requiring written responses are to be answered in Spanish.

Dictionaries are not allowed in the examination.

Paper 1 – Listening
Approximately 50 minutes, including 6 minutes’ transfer time, 40 marks

This paper consists of 37 multiple-choice and matching questions. Candidates answer all questions by
selecting the correct option or options. Each question tests comprehension of recorded texts (e.g. dialogues,
announcements, conversations). Candidates hear each recorded text twice. At the end of the test candidates
will be asked to transfer their answers onto the separate answer sheet.

Centres must check the Cambridge Handbook for the year that candidates are taking the assessment. The
Cambridge Handbook tells you when and how to access the audio material for each examination series.
www.cambridgeinternational.org/eoguide

Teachers/invigilators must consult the relevant sections of the Cambridge Handbook about administering the
listening examination and for details about rooms, equipment, guidance on acoustics and checking the audio
material in advance.

Description of questions
Questions 1–8
Assessment objective L1
Task Candidates listen to short texts and answer eight multiple-choice questions
with four options.
Text types Announcements, phone messages, news items or dialogues
Total marks 8

Questions 9–14
Assessment objectives L1, L2, L4
Task Candidates listen to a monologue or dialogue containing factual information
and answer six multiple-choice questions with four options.
Text types Short monologue or dialogue
Total marks 6

Questions 15–19
Assessment objectives L2, L3, L4
Task Candidates listen to a conversation and match the names of people, places,
items or activities with the correct statements.
Text types Informal conversation
Total marks 5

Back to contents page www.cambridgeinternational.org/igcse 15

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Description of questions (continued)

Questions 20–28
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview)
or, alternatively, two shorter dialogues (each with a different person, on
a common theme) and answer nine multiple-choice questions with three
options.
Text types Conversation, discussion or interview
Total marks 9

Questions 29–34
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview) and
answer six multiple-choice questions with four options.
Text types Conversation, discussion or interview
Total marks 6

Questions 35–37
Assessment objectives L2, L3, L4
Task Candidates listen to a dialogue (conversation, discussion or interview). In each
question there are five options and candidates must select the two options
which are true.
Text types Conversation, discussion or interview
Total marks 6

Back to contents page www.cambridgeinternational.org/igcse 16

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Paper 2 – Reading
Written paper, 1 hour, 45 marks

This paper consists of six groups of questions, each comprising a number of multiple-choice and matching
questions, as well as questions requiring short answers in Spanish.

Description of question groups

Question group 1
Assessment objective R1
Task Candidates match a series of short statements with the correct pictures.
Text types Simple statements
Total marks 5

Question group 2
Assessment objective R1
Task Candidates match a series of short notices or signs commonly found in
public places with an explanatory statement. The texts are all set in the same
context.
Text types Signs, notices, instructions, messages, advertisements
Total marks 5

Question group 3
Assessment objectives R2, R4
Task Candidates answer multiple-choice questions with three options on a short
text.
Text types Email, message, postcard or letter
Total marks 7

Question group 4
Assessment objectives R2, R4
Task Candidates answer questions on a longer text requiring short responses
in Spanish.
Text types Email, message, letter or blog
Total marks 12

Question group 5
Assessment objective R3
Task Candidates match a series of descriptions of the requirements, interests
or skills of different people with the correct description of places, events,
services or activities. All texts are on a common theme.
Text types Short descriptions, advertisements
Total marks 5

Back to contents page www.cambridgeinternational.org/igcse 17

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Description of question groups (continued)

Question group 6
Assessment objectives R3, R4
Task Candidates answer questions on a longer text requiring short responses
in Spanish.
Text types Articles
Total marks 11

Back to contents page www.cambridgeinternational.org/igcse 18

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Paper 3 – Speaking
Approximately 10 minutes (plus 10 minutes of preparation time), 40 marks

Each speaking test lasts approximately 10 minutes, and is structured as follows:

• a warm-up section which is not assessed (approximately 30 seconds)
• one role play – candidates respond to five transactional questions to, for example, accomplish a task or
obtain goods or services (approximately two minutes)
• two topic conversations – candidates respond to questions on each topic to share views, opinions and
experiences (four minutes per topic conversation).

Both the role play and the topic conversations are set in predictable, everyday contexts and are based on the
topic areas outlined in the syllabus.

During the preparation time, candidates study a role play scenario provided on a candidate card. They must be
supervised under exam conditions. Candidates are not allowed to make notes.

The tests are conducted and marked by the teacher/examiner using the speaking assessment materials and
assessment criteria provided. They are moderated by Cambridge International.

Speaking tests take place before the main examination series (see the relevant series’ timetable). Before the
speaking test period, centres will receive materials for the test. Teachers/examiners must allow sufficient time to
familiarise themselves with the materials and procedures (see the Cambridge Handbook for details).

Cambridge International supplies a teacher/examiner booklet comprising instructions, assessment criteria and
teacher/examiner scripts for the role plays and topic conversations. Candidate cards containing the role play
scenarios are also supplied. The teacher/examiner booklet is confidential and must not reach candidates either
directly or indirectly at any point. The candidate cards are confidential and must not reach candidates until the
start of their 10 minutes of preparation time immediately prior to their speaking test.

The teacher/examiner allocates a role play and two topic conversations to each candidate according to a
randomisation grid provided in the teacher/examiner booklet.

Back to contents page www.cambridgeinternational.org/igcse 19

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Administration of the speaking test

Further information about the administration of speaking tests is provided in the Cambridge Handbook for
the relevant year of assessment. For copies of the forms required for the speaking test as well as information
about the deadlines, sample size and methods of submission, please refer to the samples database at
www.cambridgeinternational.org/samples

Using the samples database

The samples database refers you to key information about administering speaking tests.

Use the database to find out:

• when and how to submit your marks for the speaking tests
• when and how to submit the speaking tests
• which forms to complete and submit with the speaking tests.

The samples database at www.cambridgeinternational.org/samples will ask you for:

• your country/territory
• the syllabus code (i.e. 0530 for this syllabus).

The database will then take you to the information you need, including dates and methods of submission of
candidates’ marks and work, as well as any forms you may need to complete.

Cover sheets
You should upload a completed cover sheet with the speaking tests that you submit to Cambridge International.
Download the cover sheet from the samples database at www.cambridgeinternational.org/samples. Follow
the instructions on the form itself to complete it.

Recording and submitting candidates’ marks and speaking tests

Please refer to the samples database at www.cambridgeinternational.org/samples for information, dates
and methods of submission of candidates’ marks and speaking tests. You should follow the instructions on the
samples database.

You should record marks on the required form which you should download each year from the samples
database at www.cambridgeinternational.org/samples. Follow the instructions on the form to complete it.
The marks on this form must be identical to the marks you submit to Cambridge International.

Internal moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
moderate or standardise your teachers’ marking so that all candidates are assessed to a common standard.
(If only one teacher is marking internal assessments, no internal moderation is necessary.) You can find further
information on the process of internal moderation in the Cambridge Handbook and on the samples database
for the relevant year of assessment.

You should record the internally moderated marks for all candidates on the required Working Mark Sheet
and submit these marks to Cambridge International according to the instructions on the samples database
at www.cambridgeinternational.org/samples

Back to contents page www.cambridgeinternational.org/igcse 20

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

External moderation
Cambridge International will externally moderate all internally assessed components.

External moderators will produce a short report for each centre with feedback on your marking and
administration of the assessment.

Guidance on using levels-based mark schemes

Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across
the whole range of marks, where appropriate.

The marker should look at the work and then make a judgement about which level statement is the best fit.
In practice, work does not always match one level statement precisely so a judgement may need to be made
between two or more level statements.

Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:
• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the
middle of the range (where middle marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

Back to contents page www.cambridgeinternational.org/igcse 21

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Speaking assessment criteria grids

Role play
Each of the five role play tasks is assessed using the mark scheme below:

2 The information is communicated. Language is appropriate to the situation and is accurate.

Minor errors (adjective endings, use of prepositions, etc.) are allowed.
1 The information is partly communicated and/or the meaning is ambiguous.
Errors impede communication.
0 No creditable response.

Topic conversations
When both topic conversations have been completed, give a mark out of 15 for Communication and a mark
out of 15 for Quality of Language.

Communication
Give a mark out of 15 for the candidate’s performance in both topic conversations.

Mark Level Descriptor

13–15 Very good • Responds confidently to questions; may occasionally need repetition of
words or phrases.
• Communicates information which is consistently relevant to the questions.
• Frequently develops ideas and opinions.
• Justifies and explains some answers.

10–12 Good • Responds well to questions; requires occasional use of the alternative
question(s) provided.
• Communicates information which is almost always relevant to the
questions.
• Sometimes develops ideas and opinions.
• Gives reasons or explanations for some answers.

7–9 Satisfactory • Responds satisfactorily to questions; frequently requires use of the

alternative question(s) provided.
• Communicates most of the required information; may occasionally give
irrelevant information.
• Conveys simple, straightforward opinions.

4–6 Weak • Has difficulty with many questions but still attempts an answer.
• Communicates some simple information relevant to the questions.

1–3 Poor • Frequently has difficulty understanding the questions and has great
difficulty in replying.
• Communicates one or two basic pieces of information relevant to
the questions.

0 • No creditable response.

Back to contents page www.cambridgeinternational.org/igcse 22

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Quality of Language
Give a mark out of 15 for the candidate’s performance in both topic conversations.

Mark Level Descriptor

13–15 Very good • Accurate use of a wide range of the structures listed in the syllabus with
occasional errors in more complex language.
• Accurate use of a wide range of vocabulary with occasional errors.
• Very good pronunciation, fluency, intonation and expression; occasional
mistakes or hesitation.

10–12 Good • Good use of a range of the structures listed in the syllabus, with some
errors.
• Good use of a range of vocabulary with some errors.
• Good pronunciation and fluency despite some errors or hesitation; a
good attempt at correct intonation and expression.

7–9 Satisfactory • Satisfactory use of some of the structures listed in the syllabus, with
frequent errors.
• Satisfactory use of vocabulary with frequent errors.
• Satisfactory pronunciation and fluency despite frequent errors and
hesitation; some attempt at intonation and expression.

4–6 Weak • Limited range of structures and vocabulary, rarely accurate and/or
complete; frequent ambiguity.
• Pronunciation can be understood with some effort; very noticeable
hesitations and stilted delivery.

1–3 Poor • Very limited range of structures and vocabulary, almost always
inaccurate.
• Poor pronunciation, rarely comprehensible; many serious errors.

0 • No creditable response.

Back to contents page www.cambridgeinternational.org/igcse 23

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Paper 4 – Writing
Written paper, 1 hour, 45 marks

This paper consists of a form-filling task, a directed writing task and an extended writing task in response to
given contexts and prompts.

Description of questions
Question 1
Assessment objectives W1, W4
Task Candidates fill in a form with single words or short phrases in response to a
given context.
Total marks 5

Question 2
Assessment objectives W2, W4
Task Candidates complete a directed writing task in about 80–90 words on a
familiar, everyday topic.
Total marks 12

Question 3
Assessment objectives W3, W4
Task Candidates choose between two tasks (an email/letter and an article/blog)
and complete one of these in about 130–140 words.
Total marks 28

Back to contents page www.cambridgeinternational.org/igcse 24

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

List of grammar and structures

The list of grammar and structures provides students with an indication of the grammatical knowledge they are
expected to demonstrate in all of their assessments for IGCSE Spanish. The list is not intended to be restrictive.

Nouns gender
singular and plural forms

Articles definite (including use of al, del, etc.)

indefinite
lo plus adjective

Adjectives agreement in number and gender

position of adjectives
demonstrative (all forms of este, ese and aquel)
possessive (all forms)

Adverbs adverbs ending in -mente

common adverbs and adverbial phrases
adverbs of manner (bien, mal)
adverbs of time (a veces, antes, después, etc.)
adverbs of place (aquí, allí, etc.)
adverbs of degree (bastante, mucho, demasiado, etc.)
adverbial phrases with con or de manera / de modo

Comparatives and comparative forms (más...que, menos…que, tan…como, tanto…como)

superlatives common adjectives and adverbs of comparison (mejor, peor, más, menos, mayor,
menor)
superlatives (el/la/los/las más…, el/la/los/las menos…, lo mejor, lo peor, lo más, lo
menos, lo mayor, lo menor)
adjectives and adverbs ending in -ísimo/-ísima

Pronouns subject pronouns (yo, tú, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes)
direct object pronouns (me, te, le/lo, la, nos, os, les/los, las)
indirect object pronouns (me, te, le, nos, os, les)
use after prepositions (mí, ti, él, ella, usted, nosotros/as, vosotros/as, ellos/as,
ustedes, conmigo, contigo, etc.)
reflexive pronouns (me, te, se, nos, os, se)
possesive pronouns ((el) mío / (la) mía, etc.)
relative pronouns (que, el/la/los/las que, quien(es), lo que, lo cual)
demonstrative pronouns (all forms of éste, ése and aquél; esto, eso and aquello)

Indefinite algo, alguien, alguno, mucho, poco, tanto, todo, cualquiera, otro, etc.
adjectives/
pronouns

Interrogatives ¿Qué?, ¿Cuánto/a/os/as?, ¿Cuál?, ¿Cuáles?, ¿Quién?, ¿Quiénes?, ¿Cuándo?,

¿Dónde?, ¿Adónde?, ¿Cómo?, ¿Por qué?, ¿Para qué?

Back to contents page www.cambridgeinternational.org/igcse 25

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Verbs regular and irregular forms of verbs, including reflexive verbs and radical-changing
verbs
all persons of verbs, singular and plural
negative forms (no, nunca, jamás, tampoco, ni, ni...ni, nada, nadie, ninguno, etc.)
use of se with verbs (se puede, se necesita, se habla, etc.)
common uses of ser and estar
expressions with tener
impersonal verbs (gustar, doler, interesar, apetecer, encantar, etc.)
verbs indicating weather (hacer, estar and haber)
tenses:
• present indicative • immediate future
• present continuous • future
• preterite (indefinido) • perfect
• imperfect • pluperfect
• imperfect continuous • conditional
gerund
passive voice
imperative: common forms
present subjunctive in exclamatory phrases (¡Viva!, ¡Dígame!, etc.) for formal positive
and negative commands
present subjunctive after verbs of wishing, command, request, emotion
present subjunctive to express purpose (para que)
present subjunctive to express future with cuando
imperfect subjunctive (quisiera, si fuera, etc.)

Prepositions common prepositions, including personal a

Conjunctions coordinating and subordinating conjunctions, including y (e), o (u), pero, sino, porque,
cuando, mientras, si, etc.

Numbers, numbers (cardinal and ordinal)

expressions of expressions of quantity (mucho, poco, bastante, demasiado, tanto, algo, etc.)
quantity, dates dates (including days of the week, months, years)
and times time (time of day including 24-hour clock, expressions of time)
use of desde hace with present and imperfect tenses

Back to contents page www.cambridgeinternational.org/igcse 26

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Vocabulary list
The vocabulary list provided is intended as a guide for teachers to assist in the planning of lessons and
schemes of work. It is not intended to be prescriptive or exhaustive and the assessment tasks will require
students to understand and respond to words (and/or forms of words) that are not on the list.

Although the skill of deduction is not directly tested, students should be taught the skill of deducing the
meaning of unknown words from the context on familiar topics.

Vocabulary is listed under particular topic headings but should be considered transferable, as appropriate, to
the other topics.

Students are expected to be familiar with plural and feminine forms of nouns and adjectives where these are
not given.

The list reflects the spelling rules at the time of publication for Spanish. Examiners will accept both versions of
the spellings affected by the reform, i.e. old and new.

Adjetivos comunes
absurdo fuerte
aburrido general
acogedor genial
agradable grande, más grande/mayor, el más grande/mayor
amable gratis
amigable harto
animado húmedo
blando importante
bueno, mejor imposible
cálido incorrecto
caliente infeliz
cierto inteligente
cómodo inútil
correcto lento
delgado libre
diferente ligero
difícil listo
duro lleno
educado maleducado
emocionante malo, peor
enorme mismo, el mismo que
estrecho moderno
estricto mojado
estupendo necesario
exacto negativo
fácil normal
fantástico nuevo
frío parecido

Back to contents page www.cambridgeinternational.org/igcse 27

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Adjetivos comunes (continued) Adverbios y preposiciones comunes (continued)

pequeño, más pequeño/menor, el más pequeño/ alrededor de
menor aquí/acá
perfecto bajo
pesado con
popular de
posible debajo de
positivo dentro de
preparado desde
previo detrás de
probable en
profundo en algún lugar / en algún sitio
rápido en lugar de / en vez de
reciente encima de
rico entre
ruidoso fuera
seco hacia
seguro junto a
sencillo para
silencioso por
similar sin
simple sobre
solitario
solo Posibilidad
suave ciertamente
tímido definitivamente
típico probablemente
tonto quizá, quizás
tradicional
útil Frecuencia
vacante a menudo
vacío cada día / todos los días
valioso diario/diariamente
verdadero normalmente
viejo nunca
raramente / rara vez
Adverbios y preposiciones comunes siempre
a solo/solamente
afuera
al lado de
allí/allá

Back to contents page www.cambridgeinternational.org/igcse 28

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Adverbios y preposiciones comunes (continued) Los números (continued)

Modo Otro vocabulario numérico (continued)
bien cantidad (f.)
exactamente casi
despacio cuánto
lentamente/lento doble
mal más
rápidamente/rápido más o menos
mayoría (f.), máximo (m.), el mayor número
Énfasis menos
especialmente minoría (f.)
realmente nada
verdaderamente número (m.)
poco
Calificativos sobre
bastante suficiente
demasiado (poco) tanto… como…
insuficiente todo
montón, un montón total (m.)
mucho único, el único
muy varios
poco vez (f.), una vez, dos veces, tres veces
solo/solamente
tan Verbos comunes
todo acabar
acercarse
Los números acordarse (de)
Los números cardinales alojarse (en un hotel, camping…)
cero, uno, dos, tres, cuatro, cinco, etc. (hasta un animar
millón) aparecer
aproximarse
Los números ordinales arreglar
primero, segundo, tercero, cuarto, etc. aumentar
ayudar
Las fracciones bajar
medio, un tercio, un cuarto beber
buscar
Otro vocabulario numérico caerse
algún/alguno calmar
alrededor de coleccionar
ambos comer
aproximadamente comenzar
cada

Back to contents page www.cambridgeinternational.org/igcse 29

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Verbos comunes (continued)

comprender intentar
comunicar invitar
conocer ir
conseguir leer
contactar llamar(se)
contar llegar
contestar llevar
continuar llorar
copiar lograr
crear mantener(se)
creer mentir, contar mentiras
dar mirar
deber mover(se)
decir mudarse (de casa)
dejar necesitar
descender ocurrir
describer odiar
deshacer oír
devolver (algo) olvidar(se)
disfrutar organizar
empezar parar(se)
empujar parecer(se)
encantar pasar
encontrar pedir
entender perder
entrar pensar
escribir permitir
escuchar pertenecer (a)
esperar poder
estar poner
estar interesado en preocupar(se) (por)
estimular probar
existir quedarse (en casa, en un hotel)
fomentar querer
gritar recibir
gustar recordar
haber reducir
hablar (con, de, sobre) reír
hacer repetir
hacer una pregunta / preguntar responder
hay resultar

Back to contents page www.cambridgeinternational.org/igcse 30

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

Verbos comunes (continued) A Actividades diarias (continued)

saber Las expresiones de tiempo (continued)
sacar entonces
saludar hasta
seguir inmediato, inmediatamente
sentarse luego
sentir(se) mientras (tanto)
ser momento (m.)
soler nunca
sonreír otra vez / de nuevo
soñar (con) primero / en primer lugar
soportar pronto
tener reloj (m.)
terminar/acabar semana (f.), la semana proxima, la semana que
tirar (de) viene, la semana siguiente, la semana pasada
tomar (el autobús, el tren...) siempre
traer siguiente (m.)
trabajar tarde, más tarde
transportar temprano
tranquilizar turno (m.), mi/tu turno
unir(se) último
usar
utilizar Las expresiones de tiempo – Decir la hora
venir hora (f.)
ver (son) las siete y media / (son) las siete menos
volver cuarto / (son) las siete y cuarto
media hora
A Actividades diarias medianoche (f.)
Las expresiones de tiempo mediodía (m.)
(a) la una / (a) las dos minuto (m.)
a veces segundo (m.)
al fin, por fin, finalmente un cuarto de hora
antes
aún Las expresiones de tiempo – Los días
cada día/semana/mes anteayer
cuando ayer
de repente día (m.)
de vez en cuando hoy
desde / desde que mañana, por la mañana
después noche, por la noche
durante, mientras tarde, por la tarde

Back to contents page www.cambridgeinternational.org/igcse 31

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

A Actividades diarias (continued)

Las expresiones de tiempo – Los días de la La comida y la bebida – Las comidas
semana (continued)
lunes (m.) picnic (m.)
martes (m.) plato principal (m.), segundo plato (m.)
miércoles (m.) postre (m.)
jueves (m.)
viernes (m.) La comida y la bebida – Las frutas y las verduras
sábado (m.) albaricoque (m.)
domingo (m.) banana (f.)
fin de semana (m.) berenjena (f.)
cebolla (f.)
Las expresiones de tiempo – Los meses del año cereza (f.)
enero (m.) champiñón (m.)
febrero (m.) ciruela (f.)
marzo (m.) coco (m.)
abril (m.) col (f.)
mayo (m.) coliflor (f.)
junio (m.) frambuesa (f.)
julio (m.) fresa (f.)
agosto (m.) fruta (f.)
septiembre (m.) lechuga (f.)
octubre (m.) limón (m.)
noviembre (m.) mango (m.)
diciembre (m.) manzana (f.)
año (m.), anual, anualmente / cada año melocotón (m.)
fecha (f.) melón (m.)
naranja (f.)
Las expresiones de tiempo – Las estaciones patata (f.)
primavera (f.) pepino (m.)
verano (m.) pera (f.)
otoño (m.) pimiento (m.)
invierno (m.) piña (f.)
estaciones (f.pl.) plátano (m.)
sandía (f.)
La comida y la bebida – Las comidas tomate (m.)
almuerzo (m.) uvas (f.pl.)
aperitivo (m.) verduras (f.pl.)
barbacoa (f.) zanahoria (f.)
cena (f.)
comida (f.) (vegetariana, vegana)
desayuno (m.)
dieta (f.)

Back to contents page www.cambridgeinternational.org/igcse 32

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

A Actividades diarias (continued)

La comida y la bebida – La carne, el pescado La comida y la bebida – Los picoteos (continued)
y el marisco tarta (f.)
carne (f.) tostada (f.)
cerdo (m.) yogur (m.)
cordero (m.)
hamburguesa (f.) La comida y la bebida – Las bebidas
jamón (m.) agua (f.) (mineral, con gas, sin gas)
marisco (m.) bebida (f.)
pescado (m.) café (m.)
pollo (m.) hielo (m.)
salchicha (f.) leche (f.)
ternera (f.) limonada (f.)
refresco (m.)
La comida y la bebida – Otras comidas té (m.)
aceite (m.) zumo (m.)
ajo (m.)
arroz (m.) La comida y la bebida – Verbos y expresiones
azúcar (m.) almorzar / tomar el almuerzo
harina (f.) beber, tomar una bebida
helado (m.) cenar / tomar la cena
huevo (m.) cortar
mantequilla (f.) comer
mermelada (f.) desayunar / tomar el desayuno
nuez (f.) preparar (la comida)
pan (m.) tener hambre
pasta (f.) tener sed
pimienta (f.)
queso (m.) La comida y la bebida – Adjetivos
sal (f.) amargo
soja/soya (f.) cocinado
tofu (m.) crudo
dulce
La comida y la bebida – Los picoteos fresco
bocadillo (m.) picante
chocolate (m.) sabroso
chucherías (f.pl.) / caramelos (m.pl.) salado
dulces (m.pl.)
pastel (m.) La comida y la bebida – La cubertería y los
patatas fritas (f.pl.) utensilios
pizza (f.) bol (m.)
sopa (f.) copa (f.)
cuchara (f.)

Back to contents page www.cambridgeinternational.org/igcse 33

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

A Actividades diarias (continued)

La comida y la bebida – La cubertería y los Las partes del cuerpo – Verbos y expresiones
utensilios (continued) (continued)
cuchillo (m.) respirar (hondo)
plato (m.) saborear
sartén (f.) sentir
tenedor (m.) tocar
vaso (m.) tomar(se) un respiro
ver
El cuerpo y la salud – Las partes del cuerpo
boca (f.) El cuerpo y la salud – La salud
brazo (m.) cita médica (f.)
cabeza (f.) dentista (m./f.)
cara (f.) doctor (m.), doctora (f.)
corazón (m.) enfermero (m.), enfermera (f.)
cuerpo (m.) farmacia (f.)
cuello (m.) medicamento (m.), medicina (f.)
dedo del pie (m.) médico (m.), médica (f.)
dedo de la mano (m.) tirita (f.)
diente (m.)
espalda (f.) La salud – Verbos y expresiones
estómago (m.) caerse
garganta (f.) cortarse (un dedo), tener un corte
hombro (m.) estar cansado
hueso (m.) estar enfermo, tener una enfermedad
mano (f.) estar mareado, marearse
nariz (f.) estar saludable / tener buena salud
ojo (m.) hacer ejercicio
oreja (f.) hacerse daño
pecho (m.) hacerse una herida/lesión
pelo (m.) ir al gimnasio
pie (izquierdo/derecho) (m.) limpiar
piel (f.) ponerse enfermo
pierna (f.) romper(se) (una pierna, un brazo)
rodilla (f.) sentirse bien
tobillo (m.) sentirse enfermo
tener dolor de cabeza/estómago/muelas
Las partes del cuerpo – Verbos y expresiones tener fiebre
escuchar tener un resfriado/catarro
oír tener una alergia
oler tumbarse
probar

Back to contents page www.cambridgeinternational.org/igcse 34

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

A Actividades diarias (continued)

Los viajes y los transportes Los viajes y los transportes – Verbos y
ambulancia (f.) expresiones (continued)
andén (m.) irse
autobús (m.) llegar (con retraso)
autocar (m.) pasear / ir de paseo
avión (m.) seguir/continuar (todo) recto
barco (m.), barca (f.) subirse (a)
bicicleta (f.), moto (f.), motocicleta (f.) tomar (el autobús/tren/avión)
billete (de ida / de ida y vuelta) (m.) viajar (en autobús/tren/avión)
coche (m.) volar
conductor (m.), conductora (f.) volver
equipaje (m.)
indicaciones (f.pl.) B Vida personal y social
maleta (f.) La familia, los amigos y yo – Los saludos y las
mapa (m.) frases de conversación
muelle (m.) adiós
oficina de información turística (f.) / oficina de buenos días / buenas tardes / buenas noches
turismo (f.) ¿Cómo estás?
parada de autobús (f.) encantado (de conocerte)
pasajero (m.) gracias
pasaporte (m.) hasta luego/mañana
retraso (m.), retrasado hola
tarjeta (de crédito, débito) (f.) lo siento / perdón
taxi (m.) ¿Perdón?
tranvía (m.) por favor
trayecto (m.) ¿Qué tal?
tren (m.)
turista (m./f.) La familia, los amigos y yo – Las
vuelo (m.) exclamaciones y las interjecciones
¡Bienvenido!
Los viajes y los transportes – Verbos y expresiones ¡Qué bonito!
andar ¡Qué interesante!
aparcar ¡Qué lástima!
bajarse (de) ¡Qué molesto!
buscar ¡Qué pena!
caminar
conducir La familia, los amigos y yo – Las invitaciones
cruzar (la carretera / la calle) aceptar/rechazar una invitación
estar perdido / perderse invitar
girar ¿Por qué no…?
ir de viaje ¿Te gustaría / Quieres (ir al cine)?
tener ganas de / apetecer

Back to contents page www.cambridgeinternational.org/igcse 35

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

La familia, los amigos y yo – La familia y las La familia, los amigos y yo – La familia y las
relaciones relaciones (continued)
abuelo (m.), abuela (f.), abuelos (m.pl.) Sr, Sra, Srta
adolescente (m./f.) tío (m.), tía (f.)
adopción (f.), adoptivo, adoptado vecino (m.)
amigo (m.), amiga (f.)
ancianos (m.pl.) La familia y las relaciones – Verbos y expresiones
apellido (m.) adoptar
bebé (m.) crecer
boda (f.) criar, (ser) criado
casar(se), casado deletrear
chico (m.), chica (f.) estar embarazada
comprometido llamar, llamarse
divorciado morir
esposo/marido (m.), esposa/mujer (f.) nacer
familia (f.) tener
gemelos (m.pl.), mellizos (m.pl.) vivir
gente (f.) / personas (f.pl.)
hermano (m.) (mayor/menor), hermana (f.) La familia, los amigos y yo – Describir la
(mayor/menor) apariencia física
hijo (m.), hija (f.) alto
hombre (m.), mujer (f.) altura (f.)
infancia (f.) anciano
joven (m./f.) bajo
juventud (f.) barba (f.)
madre (f.) bigote (m.)
matrimonio (m.) bonito
nieto (m.), nieta (f.) calvo
niño (m.), niña (f.), niños (m.pl.) color (m.)
nombre (m.) corto
novio (m.), novia (f.) delgado
padrastro (m.), madrastra (f.) edad (f.)
padre (m.) feo
padres (m.pl.) (llevar) gafas
pareja (f.) gordo
pariente (m.) grueso
primo (m.), prima (f.) guapo
prometido (m.), prometida (f.) joven
señor (m.), señora (f.), señorita (f.) largo
sobrino (m.), sobrina (f.) liso
soltero mayor

Back to contents page www.cambridgeinternational.org/igcse 36

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

La familia, los amigos y yo – Describir la La familia, los amigos y yo – Describir el
apariencia física (continued) carácter y el humor (continued)
ojos (m.pl.) impaciente, impaciencia (f.)
ondulado importante
oscuro infeliz
pelo (m.) insatisfecho
rizado inteligente
rubio interesante
sexo (m.), género (m.) irritado, irritación (f.)
(llevar) sonotone (m.) / audífono (m.) loco
talla (f.) maleducado
viejo malo
voz (f.) nervioso
optimista, optimismo (m.)
La familia, los amigos y yo – Describir el paciente, paciencia (f.)
carácter y el humor perezoso
aburrido pesimista, pesimismo (m.)
activo pobre
agotado preocupado, preocupación (f.)
agradable satisfecho
alegre, alegría (f.) seguro (de sí mismo), seguridad (f.)
ansioso, ansiedad (f.) serio
asustado, susto (m.) sorprendido, sorpresa (f.)
cariñoso, cariño (m.) tacaño
cobarde trabajador
contento tranquilo, tranquilidad (f.)
curioso triste, tristeza (f.)
decepcionado, decepción (f.) vago
desagradable valiente
divertido
enfadado Describir el carácter y el humor – Verbos y
enojado expresiones
entusiasmado, entusiasmo (m.) abrazar
estar de buen humor asustar
estar de mal humor besar
estúpido decepcionar
famoso encantar
feliz enfadarse
generoso, generosidad (f.) entusiasmar
goloso gustar
gracioso irritar(se)
hablador llorar

Back to contents page www.cambridgeinternational.org/igcse 37

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

Describir el carácter y el humor – Verbos y El cuarto de baño – Verbos y expresiones
expresiones (continued) bañarse
molestarse ducharse
preocupar(se) lavarse (la cara, las manos, el pelo…)
reaccionar lavarse/cepillarse los dientes
reír maquillarse
sonreír peinarse
sorprender
En casa – El salón
En casa – Las habitaciones y los muebles alfombra (f.)
balcón (m.) cómoda (f.)
comedor (m.) cuadro (m.)
entrada (f.) estante (m.), estantería (f.)
escaleras (f.pl.) mesa (f.)
estudio (m.) salón (m.)
garaje (m.) silla (f.)
muro (m.) sofá (m.)
pared (f.)
pasillo (m.) En casa – La cocina
puerta (f.) botella (f.)
recibidor (m.) caja (f.)
suelo (m.) fregadero (m.)
techo (m.) lata (f.)
ventana (f.) mesa (f.)

En casa – El cuarto de baño La cocina – Verbos y expresiones

baño (m.) almorzar
cepillo (de dientes / del pelo) (m.) asar (a la parrilla/barbacoa)
champú (m.) calentar, recalentar
desodorante (m.) cenar
ducha (f.) cocinar
espejo (m.) comprar
gel de baño (m.) congelar
jabón (m.) cortar
maquillaje (m.) desayunar
pasta de dientes (f.) freír
peine (m.) hervir
toalla (f.) lavar
váter (m.) limpiar
merendar
preparar (el almuerzo / la cena)
trocear

Back to contents page www.cambridgeinternational.org/igcse 38

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

En casa – El dormitorio / La habitación En casa – Los aparatos domésticos
almohada (f.) aire acondicionado (m.)
armario (m.) altavoz (m.)
cama (f.) calefacción (f.)
lámpara (f.) cargador (m.)
manta (f.) cocina (f.)
póster (m.) congelador (m.)
despertador (m.)
El dormitorio – Verbos y expresiones electricidad (f.)
acostarse fogón (m.)
compartir frigorífico (m.)
descansar gas (m.)
despertarse horno (m.)
dormir lavadora (f.)
levantarse lavaplatos (m.) / lavavajillas (m.)
tener sueño / estar cansado microondas (m.)
nevera (f.)
En casa – Las tareas de la casa plancha (f.)
hacer la colada radio (f.)
ordenar/arreglar/limpiar la casa teléfono (m.)
pasar la aspiradora televisión (f.)
planchar
poner la mesa, quitar la mesa Los aparatos domésticos – Verbos y expresiones
sacar la basura abrir
apagar
En casa – El jardín cerrar
árbol (m.) empujar
césped (m.) encender
flor (f.) llamar
muro (m.) reparar
planta (f.) romper
tirar
El jardín – Verbos y expresiones
arreglar el jardín Colores
cultivar (plantas) amarillo
plantar (flores/verduras) azul
blanco
claro
color

Back to contents page www.cambridgeinternational.org/igcse 39

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

Colores (continued) La ropa y los accesorios (continued)
dorado largo
gris mochila (f.)
marrón moda (f.)
morado monedero (m.)
naranja pantalones (m.pl.)
negro pantalones cortos (m.pl.)
oscuro paraguas (m.)
plateado pendientes (m.pl.)
púrpura reloj (m.)
rojo ropa (f.)
rosa sandalias (f.pl.)
verde sombrero (m.)
sudadera (f.)
La ropa y los accesorios suelto
a la moda, pasado de moda suéter (m.)
abrigo (m.) traje (m.)
ancho traje de baño (m.)
anillo (m.) un par de (calcetines/zapatos/guantes/pantalones)
bañador (m.) uniforme (m.)
blusa (f.) vaqueros (m.pl.)
bolsa (f.) vestido (m.)
bolsillo (m.) zapatillas de deporte (f.pl.), zapatillas deportivas
bolso (m.) (f.pl.)
botas (f.pl.) zapatos (m.pl.)
bufanda (f.)
calcetines (m.pl.) La ropa y los accesorios – Verbos y expresiones
camisa (f.) desvestirse
cartera (f.) es elegante
chaqueta (f.) es informal
cinturón (m.) llevar (puesto)
collar (m.) ponerse
corbata (f.) probarse
corto ¿Qué talla?
estrecho quitarse
falda (f.) Te queda bien.
gafas (f.pl.) vestirse
gafas de sol (f.pl.)
gorra (f.)
guantes (m.pl.)
jersey (m.)
joyas (f.pl.)

Back to contents page www.cambridgeinternational.org/igcse 40

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

B Vida personal y social (continued)

El ocio – Las cosas que hacer El ocio – El deporte (continued)
escuchar música (pop, clásica, folclórica, rock…) esquiar, esquí (m.)
ir a un concierto, ir a un festival de música fútbol (m.)
leer (un libro) ganar (la/una carrera, la/una competición, una
ver la tele, ver un thriller, ver una película romántica, medalla)
ver una comedia gimnasia (f.)
gol (m.)
El ocio – Los pasatiempos golf (m.)
auriculares (m.pl.) hockey (m.), hockey sobre ruedas (m.), hockey
canto (m.), cantar, canción (f.) sobre hielo (m.)
dibujo (m.), dibujar juego (m.)
fotografía (f.), foto (f.), fotografiar jugar
jardinería (f.) marcar (un gol, un punto)
jugar (a un videojuego, a las cartas, al ajedrez, al medalla (f.)
fútbol, al baloncesto...) natación (f.)
lectura (f.), leer navegar
letra (f.) palo (m.)
pesca (f.), pescar partido (m.)
pintura (f.), pintar patinaje (sobre hielo) (m.)
sacar/tomar fotos perder (la/una carrera, la/una competición, una
tocar (un instrumento, la batería, la flauta, la medalla)
guitarra, el piano, el violín...) pista de atletismo (f.)
premio (m.)
El ocio – El deporte raqueta (f.)
aficionado (m.), aficionada (f.) rugby (m.)
ajedrez (m.) surf (m.), surfear/hacer surf
atletismo (m.), atleta (m./f.) tenis (m.)
bádminton (m.) vela (f.)
balón (m.) / pelota (f.) / bola (f.) voleibol (m.)
baloncesto (m.) yoga (m.)
bicicleta (de montaña) (f.) / bici (f.), montar en
bicicleta C El mundo que nos rodea
campeón (m.) Las personas y los lugares – Los continentes
campo de fútbol/golf (m.) África
cancha de baloncesto/tenis (f.) América, América del Sur / Sudamérica, América
ciclismo (m.) del Norte / Norteamérica, América Central /
competir, competición (f.) Centroamérica
correr (m.), footing (m.) Antártida
entrenar, entrenamiento (m.), entrenador (m.), Asia
entrenadora (f.) Australasia/Oceanía
equipamiento (m.) el Ártico
equipo (de baloncesto) (m.) Europa

Back to contents page www.cambridgeinternational.org/igcse 41

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

C El mundo que nos rodea (continued)

Las personas y los lugares – Los puntos El mundo natural y el medio ambiente
cardinales (continued)
este (m.) reciclar, reciclaje (m.)
norte (m.) recursos naturales (m.pl.)
oeste (m.) región (f.)
sur (m.) reserva (natural) (f.)
río (m.)
El mundo natural y el medio ambiente sol (m.)
aire (m.), aéreo sombra (f.)
arena (f.) tierra (f.), La Tierra
bosque (m.) vista (f.)
calentamiento global (m.) volcán (m.)
catarata (f.)
césped (m.) El mundo natural y el medio ambiente –
cielo (m.) Verbos y expresiones
cima (f.) ayudar a, ayuda (f.)
clima (m.) cambiar, cambio (m.)
colina (f.) colaborar, colaboración (f.)
contaminar, contaminación (f.) consumir, consumo (m.)
costa (f.) cuidar a
deforestación (f.) donar, donación (f.)
desierto (m.) evitar
electricidad (f.), eléctrico luchar contra, lucha (f.)
estrella (f.) malgastar, malgasto (m.)
gobierno (m.) mejorar, mejora (f.)
hierba (f.) promover, promoción (f.)
isla (f.) proteger, protección (f.)
lago (m.) reducir, reducción (f.)
luna (f.) separar, separación (f.)
mar (m.) (re)usar/(re)utilizar, (re)uso (m.) / (re)utilización (f.)
medio ambiente (m.), medioambiental
montaña (f.) El mundo natural y el medio ambiente – El
mundo (m.) clima y el tiempo
naturaleza (f.) caliente
ola (f.) calor (m.), hace calor
paisaje (m.) escarcha (f.)
piedra (f.) estación (del año) (f.)
planeta (m.) frío (m.), frío (adj.), hace frío
plástico (m.) grados (m.pl.)
playa (f.) granizo (m.)
polvo (m.) hielo (m.)
rama (f.) húmedo

Back to contents page www.cambridgeinternational.org/igcse 42

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

C El mundo que nos rodea (continued)

El mundo natural y el medio ambiente – El La comunicación y la tecnología – El mundo
clima y el tiempo (continued) digital
huracán (m.) aplicación (f.)
lluvia (f.), está lloviendo archivo (m.)
mojado artículo (m.)
niebla (f.) blog (m.)
nieve (f.) carpeta (f.)
nube (f.) chat (m.), el grupo de chat (m.)
previsión del tiempo (f.) / previsión meteorológica (f.) conectado a Internet / en línea
rayo (m.) contraseña (f.)
relámpago (m.) correo electrónico (m.) / email (m.)
sol (m.), luz del sol (f.) documento (m.)
tiempo (m.) en la red
tormenta (f.) grabación (f.)
trueno (m.) impresora (f.)
viento (m.) inalámbrico
información (f.)
El mundo natural y el medio ambiente – Los Internet (m./f.)
animales juego (m.)
animal (m.) marca (f.)
araña (f.) mensaje (m.)
caballo (m.) móvil (m.) / celular (m.)
conejo (m.) noticias (f.pl.)
elefante (m.) ordenador (m.) / computadora (f.)
gato (m.) página web (f.) / página de Internet (f.)
león (m.) pantalla (f.)
mono (m.) pantalla táctil/interactiva (f.)
mosca (f.) película (f.)
pájaro (m.) portátil (m.)
perro (m.) ratón (m.)
pez (m.) red social (f.)
rata (f.) seguridad en línea (f.)
ratón (m.) selfie (m.)
serpiente (f.) sitio web (m.)
tigre (m.) software (m.)
tableta (f.)
teclado (m.)
teléfono (m.)
USB (m.)
vídeo (m.)
videoblog (m.)

Back to contents page www.cambridgeinternational.org/igcse 43

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

C El mundo que nos rodea (continued)

La comunicación y la tecnología – El mundo El entorno edificado – Los edificios y los servicios
digital (continued) aeropuerto (m.)
videoaficionado (m.) ascensor (m.)
wifi (m.) ayuntamiento (m.)
biblioteca (f.)
El mundo digital – Verbos y expresiones cafetería (f.)
copiar casa (f.)
cortar castillo (m.)
descargarse cine (m.)
encontrar clínica (f.)
enviar Correos (m.) / oficina de Correos (f.)
grabar dentista (m./f.)
guardar edificio (m.)
hacer clic (en) entrada (f.)
mandar escuela (f.) / colegio (de primaria) (m.)
navegar por Internet estación (de autobuses/servicio/tren) (f.)
publicar en la red estadio (m.)
rellenar fábrica (f.)
subir gasolinera (f.)
gimnasio (m.)
La comunicación y la tecnología – Los granja (f.)
documentos y los textos hospital (m.)
anunciar, anuncio (m.) hotel (m.)
artículo (m.) instituto (de secundaria) (m.)
billete (m.) museo (m.)
carta (f.) oficina (f.)
certificado (m.) / diploma (m.) / título (m.) piscina (f.)
cómic (m.) piso (m.)
folleto (m.) planta baja (f.), primera planta (f.), segunda planta (f.)
formulario (m.) polideportivo (m.)
guía (f.) restaurante (m.)
libreta (f.) salida (f.)
libro (m.) taller mecánico (m.)
lista (f.) teatro (m.)
nota (f.) universidad (f.)
periódico (m.) zoo(lógico) (m.)
revista (f.)
tarjeta postal (f.)

Back to contents page www.cambridgeinternational.org/igcse 44

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

C El mundo que nos rodea (continued)

El entorno edificado – Las zonas urbanas El entorno edificado – Las compras (continued)
aparcamiento (m.) pastelería (f.), pastelero (m.), pastelera (f.)
autovía (f.) peluquería (f.), peluquero (m.), peluquera (f.)
barrio (m.) precio (m.)
calle (f.) quiosco (m.)
carretera (f.) rebajas (f.pl.), en rebajas
ciudad (f.) recibo (m.)
esquina (f.) supermercado (m.)
lugar (m.) talla (f.)
metro (m.) tarjeta de crédito (f.)
parada (de tren/autobús) (f.) tienda (f.)
paso de peatones (m.) vendedor (m.), vendedora (f.)
plaza (f.) vuelta (f.)
pueblo (m.)
puente (m.) Las compras – Verbos y expresiones
rotonda (f.) alquilar (una bicicleta / un coche)
semáforo (m.) comprar
sitio (m.) conseguir un reembolso
tráfico (m.) ¿Cuánto cuesta? / ¿Cuánto es?
devolver
El entorno edificado – Las compras gastar dinero
abierto hacer la compra
banco (m.), banquero (m.), banquera (f.) ir de compras
bar (de tapas) (m.) pagar
barato quejarse / poner una queja
billete (m.) vender
cajero (m.), cajera (f.)
camarero (m.), camarera (f.) Las medidas
cambio (m.) grado (m.)
carnicería (f.), carnicero (m.), carnicera (f.) gramo (m.)
caro kilogramo (m.)
cerrado kilómetro (m.)
cliente (m.), clienta (f.) litro (m.)
cuenta (f.) metro (m.)
dependiente (m.), dependienta (f.)
estanco (m.) Las medidas – El tamaño
frutería (f.), frutero (m.), frutera (f.) alto
iglesia (f.) bajo
mercado (m.) corto
moneda (f.) grande, enorme
panadería (f.), panadero (m.), panadera (f.) largo

Back to contents page www.cambridgeinternational.org/igcse 45

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

C El mundo que nos rodea (continued) D El mundo laboral (continued)

Las medidas – El tamaño (continued) La educación – En la clase, las herramientas
mediano de aprendizaje
minúsculo bolígrafo (m.)
pequeño borrador (m.) / goma (de borrar) (f.)
carpeta (f.)
Las medidas – La forma cuaderno (m.)
círculo (m.), redondo diccionario (m.)
cuadrado (m.), cuadrado (adj.) escritorio (m.)
triángulo (m.), triangular estuche (m.)
lápiz (m.)
Los materiales libreta (f.)
algodón (m.) libro (m.)
cuero (m.) mesa (f.)
cristal (m.) papel (m.), hojas de papel (f.pl.) / folios (m.pl.)
lana (f.) pizarra (interactiva) (f.)
madera (f.) regla (f.)
metal (m.) sacapuntas (m.)
oro (m.)
papel (m.) La educación – Las asignaturas
piel (f.) biología (f.)
plástico (m.) ciencias (f.pl.)
plata (f.) dibujo (m.)
educación física (f.)
D El mundo laboral física (f.)
La educación – Las instituciones académicas geografía (f.)
cantina (f.) historia (f.)
escuela (f.) / colegio (de primaria) (m.) idiomas (m.pl.) / lenguas (f.pl.)
guardería (f.) informática (f.)
instituto (de secundaria) (m.) matemáticas (f.pl.)
universidad (f.) música (f.)
química (f.)
La educación – La educación y la formación religión (f.)
alumno (m.) teatro (m.)
curso (de verano) (m.)
curso/año académico/escolar (m.) La educación – Estudiar
departamento (m.) actividad (f.)
director (m.), directora (f.) clase (f.)
educación (f.), educativo compañero (de clase) (m.)
estudiante (m./f.) deberes (m.pl.)
patio (m.) ejemplo (m.)
ejercicio (m.)

Back to contents page www.cambridgeinternational.org/igcse 46

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

D El mundo laboral (continued)

La educación – Estudiar (continued) El trabajo – Los trabajos y las profesiones
examen (m.) (continued)
horario (m.) camarero (m.), camarera (f.)
instrucciones (f.pl.) carnicero (m.), carnicera (f.)
nota (f.) carpintero (m.), carpintera (f.)
pregunta (f.) cartero (m.), cartera (f.)
proyecto (m.) conductor (de taxi, de autobús) (m.), conductora
prueba (f.) (de taxi, de autobús) (f.)
resultado (m.) constructor (m.), constructora (f.)
tarea (f.) dentista (m./f.)
deportista profesional (m./f.)
Estudiar – Verbos y expresiones doctor (m.), doctora (f.)
aprobar enfermero (m.), enfermera (f.)
comprender fontanero (m.), fontanera (f.)
conocer granjero (m.), granjera (f.)
contestar ingeniero (m.), ingeniera (f.)
entender intérprete (m./f.)
escribir, escritura (f.) jefe (m.), jefa (f.)
estudiar, estudio (m.) jugador (de fútbol, baloncesto…) (m.), jugadora (de
experimentar, experimento (m.) fútbol, baloncesto…) (f.)
explicar maestro (m.), maestra (f.)
leer, lectura (f.) mecánico (m.), mecánica (f.)
practicar, práctica (f.) médico (m.), médica (f.)
preguntar panadero (m.), panadera (f.)
responder, respuesta (f.) peluquero (m.), peluquera (f.)
revisar, revisión (f.) piloto (m./f.)
saber (agente de) policía (m./f.)
sacar buenas/malas notas presidente (m.), presidenta (f.)
suspender profesor (m.), profesora (f.)
tomar notas/apuntes secretario (m.), secretaria (f.)
soldado (m./f.)
El trabajo – Los trabajos y las profesiones veterinario (m.), veterinaria (f.)
abogado (m.), abogada (f.)
actor (m.), actriz (f.) El trabajo – El lugar de trabajo
agricultor (m.), agricultora (f.) compañía (f.)
albañil (m./f.) empleado (m.), empleada (f.)
alcalde (m.), alcaldesa (f.) empleador (m.)
amo de casa (m.), ama de casa (f.) empleo (m.), desempleo (m.)
arquitecto (m.), arquitecta (f.) empresa (f.)
asistente de vuelo (m./f.), azafato (m.), azafata (f.) huelga (f.)
bombero (m.), bombera (f.) negocio (m.)

Back to contents page www.cambridgeinternational.org/igcse 47

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  Details of the assessment

D El mundo laboral (continued) E El mundo internacional (continued)

El trabajo – El lugar de trabajo (continued) La cultura – las costumbres, las creencias y
organización (f.) las celebraciones (continued)
patrón (m.), patrona (f.) fiesta nacional (f.)
puesto (de trabajo) (m.) fuegos artificiales (m.pl.)
salario (m.) Los Reyes Magos
sueldo (m.) misa (f.)
taller (m.) Navidad (f.)
trabajador (m.), trabajadora (f.) Nochebuena (f.)
trabajo (m.) Nochevieja (f.)
ocasión especial (f.)
El lugar de trabajo – Verbos y expresiones religión (f.)
actuar, actuación (f.) santo (m.)
buscar/conseguir/encontrar/obtener/perder un templo (m.)
trabajo
contratar La cultura – Verbos y expresiones
desempleado celebrar
ganar/cobrar creer en, tener fe, ser creyente / ser religioso
irse de vacaciones
jubilarse, jubilado, jubilación (f.)
montar/poner (un negocio)
ser ascendido
ser despedido
solicitar, solicitud (f.)

E El mundo internacional
Los países, las nacionalidades y los idiomas
lengua materna del/de la estudiante + otros
idiomas estudiados
nacionalidad del/de la estudiante + país de
residencia
países hispanohablantes

La cultura – las costumbres, las creencias y

las celebraciones
Año Nuevo (m.)
bautizo (m.)
Belén (m.), portal de Belén (m.)
celebración (f.)
cumpleaños (m.)
El Día de Todos los Santos
festival (m.)
fiesta (f.)

Back to contents page www.cambridgeinternational.org/igcse 48

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.

5  What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide

Before you start

Previous study
We recommend that learners starting this course should have studied a Spanish curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses to require about 130 guided learning hours for each subject. This is
for guidance only. The number of hours a learner needs to achieve the qualification may vary according to each
school and the learners’ previous experience of the subject.

Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.

You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

You can enter candidates in the June and November exam series. If your school is in India, you can also enter
your candidates in the March exam series.

Check you are using the syllabus for the year the candidate is taking the exam.

Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series.
The only exceptions are:
• Cambridge IGCSE (9–1) Spanish (7160)
• Cambridge O Level Spanish (5030)
• syllabuses with the same title at the same level
• this syllabus must not be offered in the same series with Cambridge IGCSE First Language Spanish
(0502).

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a
range of different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Back to contents page www.cambridgeinternational.org/igcse 49

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  What else you need to know

Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.

Audio materials
The Cambridge Handbook tells you when and how to access the audio material for each examination series.
www.cambridgeinternational.org/eoguide

Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
administrative zones. We allocate all Cambridge schools to an administrative zone determined by their location.
Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An
entry option code is used to identify the components the candidate will take relevant to the administrative zone
and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the
support they need to make your entries on time. Your exams officer will find this support, and guidance for all
other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide

Retakes and carrying forward marks

Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/retakes

Candidates cannot resubmit, in whole or in part, speaking tests from a previous series for remarking.

Marks achieved in Paper 3 Speaking cannot be carried forward to future series. See the regulations for carry
forward set out in the Cambridge Handbook at www.cambridgeinternational.org/eoguide

Language
This syllabus is available in English only. The assessment materials are in Spanish.

Accessibility and equality

Syllabus and assessment design
Cambridge International works to avoid direct or indirect discrimination. We develop and design syllabuses and
assessment materials to maximise inclusivity for candidates of all national, cultural or social backgrounds and
candidates with protected characteristics; these protected characteristics include special educational needs
and disability, religion and belief, and characteristics related to gender and identity. In addition, the language
and layout used are designed to make our materials as accessible as possible. This gives all candidates the
fairest possible opportunity to demonstrate their knowledge, skills and understanding and helps to minimise the
requirement to make reasonable adjustments during the assessment process.

Back to contents page www.cambridgeinternational.org/igcse 50

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  What else you need to know

Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.

Important:
• Requested access arrangements should be based on evidence of the candidate’s barrier to assessment
and should also reflect their normal way of working at school; this is in line with the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• For Cambridge International to approve an access arrangement, we will need to agree that it constitutes
a reasonable adjustment, involves reasonable cost and timeframe and does not affect the security and
integrity of the assessment.
• Availability of access arrangements should be checked by centres at the start of the course. Details of our
standard access arrangements and modified question papers are available in the Cambridge Handbook
www.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we are able to approve an arrangement that is not
included in the list of standard access arrangements.
• Candidates who cannot access parts of the assessment may be able to receive an award based on the
parts they have completed.
• Some access arrangements are not allowed in this syllabus because they affect the assessment objectives:
– candidates are not allowed to use voice-activated software to dictate their written work
– candidates are not allowed to use word processing technology which uses word prediction and/or
phrase prompting
– candidates are not allowed to use human readers.

Back to contents page www.cambridgeinternational.org/igcse 51

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  What else you need to know

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate.

In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes:
1 to measure learning and achievement
The assessment confirms achievement and performance in relation to the knowledge, understanding and
skills specified in the syllabus, to the levels described in the grade descriptions.
2 to show likely future success
The outcomes help predict which students are well prepared for a particular course or career and/or which
students are more likely to be successful.
The outcomes help students choose the most suitable course or career.

Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.

Grade descriptions for Cambridge IGCSE Spanish will be published after the first assessment of the syllabus in
2021.

Back to contents page www.cambridgeinternational.org/igcse 52

 Cambridge IGCSE Spanish 0530 syllabus for 2025, 2026 and 2027.  What else you need to know

Changes to this syllabus for 2025, 2026 and 2027

The syllabus has been updated. This is version 2, published May 2023.

You must read the whole syllabus before planning your teaching programme. We review our
syllabuses regularly to make sure they continue to meet the needs of our schools. In updating this syllabus, we
have made it easier for teachers and students to understand, keeping the familiar features that teachers and
schools value.

Changes to version 2 of the syllabus, published May 2023

Changes to syllabus • Changes have been made to p.51 Access Arrangements. Please refer
content to pages 50 and 51 for information relating to accessibility.

Any textbooks endorsed to support the syllabus for examination from 2021 are still suitable for
use with this syllabus.

Back to contents page www.cambridgeinternational.org/igcse 53

School feedback: ‘While studying Cambridge IGCSE and Cambridge International A Levels, students
broaden their horizons through a global perspective and develop a lasting passion for learning.’
Feedback from: Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve
the accessibility of our documents. If you find any problems or you think we are not meeting accessibility requirements, contact us at
[email protected] with the subject heading: Digital accessibility. If you need this document in a different format, contact
us and supply your name, email address and requirements and we will respond within 15 working days.

Cambridge Assessment International Education, The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t : +44 (0)1223 553554 email : [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment September 2022